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Course Criteria
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3.00 Credits
Students examine psychological principles of learning, cognition, motivation, behavior, and the practical implications of these principles for teaching and learning. The development of skills to interpret behavior and classroom interactions within a framework of psychological theory will be a major feature.
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3.00 Credits
Prerequisite: EDU200. This course provides the preservice teacher with a rigorous examination of the historical, philosophical and social foundations of education. Students will critically examine education as a social institution.
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0.00 Credits
Formal admission to the educational professional core.
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3.00 Credits
This course introduces assessment, multiple intelligences, Bloom, lesson planning, and models of teaching including direct-instruction, cooperative learning, lecture-discussion, concept-attainment models, and inquiry.
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3.00 Credits
Technological skills are taught through the use of powerful themes from social studies, science, mathematics, and language arts providing post baccalaureate and preservice teachers with skills for a technology empowered class. Technology fee of $25 applied.
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3.00 Credits
Prerequisite: PSY125. Preservice teachers learn to work with students with special needs who are mainstreamed or included in regular classrooms. Students gain a basic understanding of the history, law, current concepts, and emerging strategies for the special education of exceptional students.
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3.00 Credits
This course helps classroom teachers analyze developmental stages and characteristics of learners and appropriate educational and psychological theories related to human growth and development, including multiple intelligences, Using a problem-solving model, students work with one learner to diagnose reading difficulties, plan an intervention strategy, implement that plan, and assess its effectiveness. Teachers will analyze current best practices and research on diagnosis and remediation of reading difficulties.
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3.00 Credits
This course focuses upon leadership and mentoring skills within the context of current best practices and research related to models of teaching. Teachers develop mentoring expertise including reflective teaching, peer coaching, induction processes, observation and feedback techniques, and evaluation techniques and instruments.
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3.00 Credits
Prerequisite: STA250. This course is designed to prepare teachers to conduct Research Projects and develop research skills for assessing effective teaching practices in the classroom. Major topics to be mastered include the Nature and Rules of Educational Research; Interpreting and Summarizing Published Research; Selecting, Refining, and proposing Topics for Research; Designing a Research Project; Procedures and Tools for Gathering Data; Analyzing Research Data and Presenting Findings; and Preparing a Research Report. The course will emphasize procedures and exemplars for conducting Action Research and Evaluating Research (skills to interpret students' test results to explain results to parents and other school personnel). In addition, descriptive, historical, correlational, experimental, quasi-experimental, causal-comparative, and ethnographic research will be studied.
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3.00 Credits
This course is designed to enable K-12 teachers to conceptualize and implement meaningful action-based research projects that enhance teaching and learning in their classrooms; develop and implement educational plans to improve classroom instruction; and conduct action-based studies that add to the knowledge base of teacher education, and/or validate or invalidate existing educational theory. Teachers will use reliable methodologies in formulating hypotheses, and confidently develop strategies for conducting action research to include collecting, analyzing, and evaluating data. The prospectus developed in EDU610 Introduction to Educational Research will serve as a guide for conducting action research projects.
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